KERRI RAY VALENCIA

• Oversee academic program, 90 faculty around the world, and academic team for online teacher preparation certificate and master's program at post-baccalaureate university
• Drive continuous improvement and enhance teacher candidate experiences by fostering innovation within the academic environment, developing program offerings based on best practices, strategic planning, and regulatory considerations.
• Fostered a culture of collaboration and data-driven decision-making among faculty members for improved instructional outcomes..
• Evaluated program effectiveness using data analysis techniques, refining instruction as needed to maximize results for diverse learners.
• Led instructional program by overseeing curriculum, assessment, instructional quality and data use.
• Optimized resource allocation by developing strategic plans based on district goals, budget constraints, and stakeholder input.
• Created opportunities for shared leadership among staff members through collaborative planning sessions, promoting collective responsibility for student achievement.
• Enhanced teacher performance through ongoing professional development, coaching, and evaluation processes.
• Oversaw accreditation processes ensuring adherence to quality standards set forth by accrediting bodies and state licensure policies.
• Streamlined communication between departments for greater efficiency in addressing student needs and enhancing overall learning experiences.
• Promoted equity and inclusion by implementing culturally responsive teaching practices across all academic programming.
• Assessed data gathering methods for validity and reliability purposes.
• Conferred and resolved education-related issues and problems with teacher candidates.
• Represented academic program at meetings and conferences to serve as subject matter liaison for array of services and activities assigned.

• Provide instructional coaching for clinical instructors to guide their instruction and teacher candidate support during the clinical practice portion of the program
• Design and implement effective mentor training, support and supervision to ensure that candidates receive appropriate, relevant, and adequate feedback from mentors during their clinical practice
• Audit instruction and evaluation of clinical instructors to provide consistent and high-quality support and feedback to candidates during their clinical practice
• Update and revise the curriculum components of all university programs where candidates are required to partake in clinical or field experiences, including designing alternative assignments and creating resources that can work as scaffolding to support the clinical experiences
• Troubleshoot instructor/candidate issues in clinical experiences, coordinating support and remediation
• Assist candidates, staff, instructors and mentors or supervisors in navigating clinical experiences, including monitoring compliance with timelines and requirements
• Initiate conversations with appropriate university program staff, helping to resolve conflicts and find solutions to provide for candidate and program needs
• Coordinate remediation procedures and policies in cooperation with program leadership
• Supervise the full clinical experience across the TEACH-NOW Teacher Preparation Certificate Program, administered by the clinical support team: Clinical placement services to place candidates in schools to complete their clinical practice/internship
• Building partnerships with schools around the world to facilitate clinical placement of candidates
• Develop and coordinate clinical experience orientations for candidates, clinical instructors.

• Teach and supervise teacher candidates in the graduate level Teacher Preparation Certificate and Master's program.
• Evaluated candidate progress regularly, providing timely feedback to help learners achieve academic goals.
• Assisted in developing university-wide initiatives that fostered a sense of community among faculty, staff, and students alike.
• Served as a role model for professionalism, integrity, and dedication within the mentorship program environment.
• Facilitated workshops and seminars to foster development of problem-solving, decision-making, and critical thinking.
• Mentored teacher candidates on an individual basis, fostering personal growth and academic improvement.
• Adapted curriculum materials as needed to accommodate diverse learner needs and styles, ensuring equitable access to education for all teacher candidates.

• Kindergarten Spanish classroom teacher in Two-Way Immersion (TWI) program
• Collaborate with 5 TWI schools in district for effective instructional planning and TWI implementation
• Collaborate with school leadership to promote to carry out best practices in dual language
• Championed change initiatives, successfully navigating teams through periods of transition while maintaining morale and engagement levels.
• Presenter on language acquisition, literacy and language objectives at Greater Washington Area Teachers of Foreign Language Conference (GWATFL), and MCPS PLC's
• Promote and advocate for the TWI program and the 3 pillars of dual language across the county.
• National Dual Language Teacher of the Month, Dual Language Schools.
• Trained teachers on best practices in dual language education.

• Created and implemented a Spanish Integration program for K-4 grades
• Wrote curriculum for Spanish Integration program, grades K-2 and collaborated on curriculum-writing projects for grades 3-8, with focus on language proficiency and socio-cultural competence through a social justice lens
• Spanish Teacher in dual language program for K-2 & 6th Grade
• Conduct classes in an immersive environment using Organic World Language teaching method in a co-teaching model
• Lead presenter of Spanish Integration at ACTFL (American Council on the Teaching of Foreign Languages) & Capitol Area Progressive Schools (CAPS) conferences
• Collaborated with Center for Applied Linguistics, CAL, on building the Spanish Integration program & building strong data analysis systems
• Lead researcher on Spanish Integration model for school-wide program shift to Spanish Integration model, Curriculum & Instruction Research Project fellowship
• Lead researcher and developer of Technology Integration CIRP training project (2 years in a row)
• Mentor Teacher to Apprentice Teachers in World Languages department
• Designed and maintained websites for Spanish Integration program
• Collaborate with administration, teachers, school board and parents to build community outreach through special projects and school events to promote the dual language program.

• Classroom English-Immersion Teacher in a dual-language preschool classroom
• Taught developmentally appropriate, thematic-based units based on the Reggio Emilio approach
• Attended professional workshops on child development and innovative teaching strategies for students with special needs including Whole Brain Teaching and TRAP (The Rhythmic Arts Project)
• Conducted home visits to build quality relationships with families for a successful academic year
• Taught Morning pre-Kindergarten Literacy Enrichment Program for kindergarten readiness.

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